2018 CAEP Annual Reporting Measures
The Division of Teacher Education at Crowley’s Ridge College annually reports the Council for the Accreditation of Educator Preparation (CAEP) eight annual reporting measures. These measures are used to provide information to the general public on our program outcomes and candidates’ and program completers’ impact on P-12 learning.
Below are the eight CAEP measures and links to supporting evidence for the measures.
Measures of Program Impact
Measure 1: Completer Impact on P-12 Student Learning and Development (Component 4.1)
Currently the Arkansas Department of Education (ADE) is in the process of developing a tool that will allow for individual teachers to be linked directly to their student data. While the data are indeed present in the state office, it is not provided in a fashion that would allow the EPP to examine its completers statewide. All candidate efforts are placed in a portfolio during their preparation that contains a pre/post measure of teaching impact. Until the state provides these data, the EPP will partner with local districts to establish items as predictive/comparative data points to inform program improvement. Currently, the EPP has not received useful, comparable data and has revised its plan to secure data that are more appropriate to meet the standard. The EPP is attempting to lay the framework in which future data can be collected and shared, which can be utilized by the EPP for program improvement. Details of the plan are in the case study document linked below.
Measure 2: Completer Effectiveness (Component 4.2)
The EPP demonstrates candidate growth and completer effectiveness based on performances on key assessments that are aligned to the Arkansas Standards, based on InTASC. All candidates must pass both the state required Praxis Content Exam(s) in their content areas prior to the culminating clinical experience as well as the Praxis Principles of Teaching and Learning Exam prior to graduation. Data from previous employer stakeholders meetings as well as informal conversations with employers suggest that administrators from nearby school districts’ prefer to hire our candidates upon completion of clinical teaching due to the high levels of employer satisfaction of candidate performance, quality, and efficacy in their classrooms. Completer teachers are evaluated based upon the Arkansas Teacher Excellence Support System (AR-TESS). Ratings are provided ranging from below basic to distinguished. These data will allow for the EPP to further determine the effectiveness of our completers. As the EPP moves forward, further districts within the general hiring area will be contacted to potentially contribute and assist with completer evaluation data.
Measure 3: Employer Satisfaction (Component 4.3 | A.4.1)
The EPP utilizes employer surveys that are administered each year to school administrators in which completers currently work. The survey is aligned to InTASC and measures the school administrators perceived level of preparation of the completer within numerous components that are tied to the Danielson Framework for Effective Teaching. To augment these data the EPP conducts stakeholder meetings and focus groups with employers to gauge their perceptions of and experiences with the EPP’s completers. These additional pieces of data are utilized to enhance the survey data by providing a richer explanation of how the EPP’s completers are doing in the field. These data are then utilized by the program coordinators to make suggestions and improvements to the program as a whole.
Measure 4: Completer Satisfaction (Component 4.4 | A.4.2)
To allow for further comparison across the standard, completers of the EPP are also identified and asked to complete a survey regarding their preparation. The survey is aligned to InTASC and measures the completers’ perceived level of preparation within numerous components that are tied to the Danielson Framework for Effective Teaching.
Measures on Program Outcomes & Consumer Information
Measure 5: Graduation Rates
Graduation Rate Data for each academic year from 20014-15 to present for the EPP’s completers.
Measure 6: Ability of Completers to Meet Licensing Requirements (Title II)
Please see the linked EPP reports as evidence of the ability of our completers to meet licensing requirements.
Measure 7: Ability of Completers to Be Hires in Education Positions for Which They Have Been Prepared
The EPP has been successful in tracking most of its completers post-graduation. The Arkansas Department of Education (ADE) provided numbers for 2015-16 completers indicating that 7 of the 11 were hired within Arkansas P-12 public schools. Additional tracking of these completers revealed that 1 opened a daycare center in the local area, 1 was employed in Missouri, and 1 was employed in a private, parochial school. For 2016-17 completers, 5 of the 11 were hired within Arkansas P-12 public schools. Additional tracking of these completers revealed that 1 was employed in Missouri and 1 was employed in a private, parochial school. Finally, data received from ADE for 2014-15 revealed that 3 of the 5 were employed in Arkansas P-12 public schools. Additionally, the EPP determined that 1 was employed by a private, four-year college. Of the 27 completers finishing the EPP’s program, the EPP can confirm that 20 of the 27 (74.1%) are gainfully employed in roles for which they were licensed to do. Finally, 24 of the 27 (88.8%) have successfully secured an Arkansas Teaching License.
Please see the attached Arkansas Department of Education’s Educator Preparation Provider Reports for the EPP for the 2014-2017 Academic Years as evidence of the ability of our completers to be hired in the state of Arkansas in educational positions for which they were prepared.
Measure 8: Student Loan Default Rates and Other Consumer Information
The following links provide information for this measure by providing catalog information, cost information and the most recent information about student loan default rates.
Accreditation Decision and Action Report
In accordance with Standard 5.4, a copy of the decision letter and the action report are below. The EPP has been granted Probationary Accreditation until it resolves the following stipulations:
The EPP does not have a plan for engaging stakeholders in co-constructing mutually beneficial P-12 school and community arrangements. (Component 2.1)
The EPP does not have a plan for engaging stakeholders in co-selecting, preparing, evaluating, supporting, and retaining high quality educators. (Component 2.2)
The EPP does not have a plan for engaging stakeholders to design clinical experiences of sufficient depth, breadth, diversity, coherence, and duration to ensure candidates demonstrate developing effectiveness and positive impact on student learning (Component 2.3)